‘Sirand | Component ofa Standards-Based
‘Classroom
Tastroction | Tearing gots (eg, essential question,
‘what students shoal
understand,
‘TAG Leaming Objectives and are
‘communicated by the teacher.
Instruction begins with an engagiog
hook/ectivatng strategy to strengthen
learning
‘All essential saps ofthe welcte eral
‘or eratve thinking strategy are
introduced in prediciable and logical
format.
'
a
that extends the learning.
Content specific vocabulary i=
Tastruction and aka enforce sadeats™
understanding ofthe purpose for What
they are laming and its connection to
‘the world beyond the classroom.
Instructors role predominantly Falitaor
observed: Lecturer
Tnsiructional delivery made ‘Whole Group
‘Adapted from GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Educationpeind
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Planing and Btn Be hag
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Cuture
siskfee learning environment. WAT
Berets far
- te
Sanaa pepe
e “
are ESSE [agree ace em 8 ponerse
sete above peed gies | congonets of saunas bed | sundardsSased cusrvom,
piers ont meng goals | caro as ced seve prevented | he set met he ering
ier tie sn ‘he ied eae om bog ly | pols wd demons
Av» challenged bythe eso wok” | rca andor erative
crcl enter cee ‘aking
‘Absence of major composers | While studems met the leaning | With implementation of 1520
‘ofa standard: bused clasroom as | gals of he lesson, absence of major | ofthe components of &
‘Adapted fom GA DOE GAPSS Analysis Classroom Instruction Observation Form and NAGC-CEC Teacher Standards for Gifted Education
Borne great" Hrinkiny” observed /